JOURNAL OF SCIENCE TECHNOLOGY AND EDUCATION 8(1), MARCH, 2020
ISSN: 2277-0011; Journal homepage: www.atbuftejoste.com
Phenomenon Based-Learning for Nigerian Higher Institutions: A new
Curriculum Approach to meet the Challenges of the 21st Century
Abubakar Sani,
Department of Education,
Umaru Musa Yar’adua University,
Katsina State, Nigeria
ABSTRACT ARTICLE INFO
Education generally, aims at fostering quality of life that Article History
encompasses moral, intellectual and economic growth of an Received: August, 2019
individual and the larger society. The success of any society Received in revised form: September, 2019
hinges on the nature of its education; and this saliently, can be Accepted: December, 2019
determined through the framework of its curriculum design, Published online: December, 2019
which part of its sources, society and the learners' needs count
much weight. Considering the nature of unemployment in KEYWORDS
Nigeria, and dearth of modern skills among many students of Phenomenon; based learning; higher
higher institutions of learning, no one will dispute that there is institutions of learning; self-reliance;
need to have a curriculum design, particularly at higher curriculum; unemployment; 21st century;
institutions, capable of imbuing students with soft skills and challenges.
empowering other individuals to satisfy their optimal needs in
the modern-world. This paper attempts to review the nature
and problems of Nigerian education, especially in terms of
achieving the stated objectives in the National policy of
education (NPE), through reviewing the available literature.
The exertion suggests that one of the best ways to reduce the
mentioned problems is to bring about new curriculum design
at higher institutions of learning, called ‘phenomenon based-
learning’. It is a design/program attempts to capture a
phenomenon in formation. It is a multi-dimensional and skills-
oriented program, which through its design, individuals
(students and non-students) having unique passions will be
accommodated to learn modern skills related to their
jobs/businesses or passion. Hence, it will enable them to
enhance their jobs, become more independent and generally
serve as means for satisfying one’s passion.
INTRODUCTION Curriculum is the foundation of teaching and
Curriculum is an organized set of learning process. It is all-inclusive framework
formal education or process of training that encompasses development of educational
intentions. It is a four-step plan that comprises program, planning teaching and learning
four phases (purpose, design, implementation process, selecting and utilization of
and assessment (Federal Republic of Nigeria, instructional materials and advocating the
2013). These definitions sequentially stress on appropriate modes of evaluating the learning
plan that has a determined goal to achieve. outcomes (Sharma, 2013). Designing a
Corresponding author: Sani, A. Department of Educational, Umaru Musa Yar’adua
University, Katsina State, Nigeria. © 2019 Faculty of Technology Education, ATBU Bauchi. All rights reserved
1
, JOURNAL OF SCIENCE TECHNOLOGY AND EDUCATION 8(1), MARCH, 2020
ISSN: 2277-0011; Journal homepage: www.atbuftejoste.com
curriculum is very crucial; hence, there are increase in the students’ size of enrolment not
several paramount sources need to put into in the quality of education. On the other hand,
consideration in the process. The most cardinal for almost two decades, scholars have been
ones among others are the learner and the categorizing Nigeria and other developing
society. The two majorly, shape the nature and countries as those whose commitment to
the outlook of a curriculum. The societal and education is flabby; and fail to develop a
the learners’ needs are the pivotal aspects that curriculum structure at higher institutions of
influence the curriculum nature; and arising learning that imbues the citizens with
changes in these two, normally affect the sufficient skills to face the challenges of the
curriculum and lead to curriculum reformation 21st century (Joseph & Godstime, 2016).
(Adibisi, 2012). More so, curriculum reform has The 21st century is defined as an era
been prevalent among countries around the of technological advancement that brings
globe in their bid to produce graduates fit for challenges to education, industries and
globalization and move towards knowledge- individuals. For example, employers of 21st
based economy. For instances, on 8 June 2001, century are now looking to employ graduates
the Chinese Government admitted that its with technical skills, and they are less
current curriculum policies and practices are concerned about the applicant’s grades. This
outdated and failing to meet the needs of the demand of labor market has nowadays caused
21st century. Hence, the curricula goals of a lot of graduates with even first-class honors
education were re-designed to respond to the degrees but lacking soft skills to become
needs of international scholarship and trends jobless. Therefore, in such era, skills acquisition
in education (Biesta, 2012). has been recognized as paramount and
Furthermore, dynamism, effective means in boosting the individual and
innovativeness and technological challenges the national development, especially for a
have continuously made the globe much nation where a high level of youth
unpredictable and flexible, especially the unemployment and social menace like Nigeria
educational sector, which its nature predicts exist. For instance, employment in Nigeria is
social, economic and political development of not certain as the university graduates
any nation. In this respect, Nigeria like other sometimes spend good five years without
countries has been reforming its’ educational having a job (Uzoeguw & Egbe, 2014). To
system in terms of objectives, structures and reiterate, more than 75% of the yearly
courses to meet up the arising challenges and universities graduates in the country remain
demands enforce by technological jobless; and scholars attributed the problem
advancement. For instances, from 1970’s to on the irrelevance of the higher educational
1980’s the system’s structure was changed to institutions’ curriculum, which emphasis
6-5-4; later in 2005 it was restructured to 6- 3- centers on training the graduates for seeking a
3-4, whereas in 2008 it was changed to 9-3-4. “white-collar jobs” (Undiyaundeye & Otu,
Specifically, the reformation of 1970’s to 2015). Statistically, Nigeria as a country has
1980’s was to produce more Nigerian citizens been estimated to have a grand population of
with certificates; but not much concerned on about 170 million individuals; but pathetically,
acquiring vocational skills. Consequently, with unrecognized and unutilized both natural
majority of Nigerians during that period were and human resources (Oppong & Sachs, 2015).
accommodated in schools to obtain Affirmatively, Ayonmike (2010) stated
educational certificates (Teboho, 2000); and that societies like Nigeria that experiences
furtherly, the movement has only brought increase in the social vices and youth
Corresponding author: Sani, A. Department of Educational, Umaru Musa Yar’adua
University, Katsina State, Nigeria. © 2019 Faculty of Technology Education, ATBU Bauchi. All rights reserved
2
ISSN: 2277-0011; Journal homepage: www.atbuftejoste.com
Phenomenon Based-Learning for Nigerian Higher Institutions: A new
Curriculum Approach to meet the Challenges of the 21st Century
Abubakar Sani,
Department of Education,
Umaru Musa Yar’adua University,
Katsina State, Nigeria
ABSTRACT ARTICLE INFO
Education generally, aims at fostering quality of life that Article History
encompasses moral, intellectual and economic growth of an Received: August, 2019
individual and the larger society. The success of any society Received in revised form: September, 2019
hinges on the nature of its education; and this saliently, can be Accepted: December, 2019
determined through the framework of its curriculum design, Published online: December, 2019
which part of its sources, society and the learners' needs count
much weight. Considering the nature of unemployment in KEYWORDS
Nigeria, and dearth of modern skills among many students of Phenomenon; based learning; higher
higher institutions of learning, no one will dispute that there is institutions of learning; self-reliance;
need to have a curriculum design, particularly at higher curriculum; unemployment; 21st century;
institutions, capable of imbuing students with soft skills and challenges.
empowering other individuals to satisfy their optimal needs in
the modern-world. This paper attempts to review the nature
and problems of Nigerian education, especially in terms of
achieving the stated objectives in the National policy of
education (NPE), through reviewing the available literature.
The exertion suggests that one of the best ways to reduce the
mentioned problems is to bring about new curriculum design
at higher institutions of learning, called ‘phenomenon based-
learning’. It is a design/program attempts to capture a
phenomenon in formation. It is a multi-dimensional and skills-
oriented program, which through its design, individuals
(students and non-students) having unique passions will be
accommodated to learn modern skills related to their
jobs/businesses or passion. Hence, it will enable them to
enhance their jobs, become more independent and generally
serve as means for satisfying one’s passion.
INTRODUCTION Curriculum is the foundation of teaching and
Curriculum is an organized set of learning process. It is all-inclusive framework
formal education or process of training that encompasses development of educational
intentions. It is a four-step plan that comprises program, planning teaching and learning
four phases (purpose, design, implementation process, selecting and utilization of
and assessment (Federal Republic of Nigeria, instructional materials and advocating the
2013). These definitions sequentially stress on appropriate modes of evaluating the learning
plan that has a determined goal to achieve. outcomes (Sharma, 2013). Designing a
Corresponding author: Sani, A. Department of Educational, Umaru Musa Yar’adua
University, Katsina State, Nigeria. © 2019 Faculty of Technology Education, ATBU Bauchi. All rights reserved
1
, JOURNAL OF SCIENCE TECHNOLOGY AND EDUCATION 8(1), MARCH, 2020
ISSN: 2277-0011; Journal homepage: www.atbuftejoste.com
curriculum is very crucial; hence, there are increase in the students’ size of enrolment not
several paramount sources need to put into in the quality of education. On the other hand,
consideration in the process. The most cardinal for almost two decades, scholars have been
ones among others are the learner and the categorizing Nigeria and other developing
society. The two majorly, shape the nature and countries as those whose commitment to
the outlook of a curriculum. The societal and education is flabby; and fail to develop a
the learners’ needs are the pivotal aspects that curriculum structure at higher institutions of
influence the curriculum nature; and arising learning that imbues the citizens with
changes in these two, normally affect the sufficient skills to face the challenges of the
curriculum and lead to curriculum reformation 21st century (Joseph & Godstime, 2016).
(Adibisi, 2012). More so, curriculum reform has The 21st century is defined as an era
been prevalent among countries around the of technological advancement that brings
globe in their bid to produce graduates fit for challenges to education, industries and
globalization and move towards knowledge- individuals. For example, employers of 21st
based economy. For instances, on 8 June 2001, century are now looking to employ graduates
the Chinese Government admitted that its with technical skills, and they are less
current curriculum policies and practices are concerned about the applicant’s grades. This
outdated and failing to meet the needs of the demand of labor market has nowadays caused
21st century. Hence, the curricula goals of a lot of graduates with even first-class honors
education were re-designed to respond to the degrees but lacking soft skills to become
needs of international scholarship and trends jobless. Therefore, in such era, skills acquisition
in education (Biesta, 2012). has been recognized as paramount and
Furthermore, dynamism, effective means in boosting the individual and
innovativeness and technological challenges the national development, especially for a
have continuously made the globe much nation where a high level of youth
unpredictable and flexible, especially the unemployment and social menace like Nigeria
educational sector, which its nature predicts exist. For instance, employment in Nigeria is
social, economic and political development of not certain as the university graduates
any nation. In this respect, Nigeria like other sometimes spend good five years without
countries has been reforming its’ educational having a job (Uzoeguw & Egbe, 2014). To
system in terms of objectives, structures and reiterate, more than 75% of the yearly
courses to meet up the arising challenges and universities graduates in the country remain
demands enforce by technological jobless; and scholars attributed the problem
advancement. For instances, from 1970’s to on the irrelevance of the higher educational
1980’s the system’s structure was changed to institutions’ curriculum, which emphasis
6-5-4; later in 2005 it was restructured to 6- 3- centers on training the graduates for seeking a
3-4, whereas in 2008 it was changed to 9-3-4. “white-collar jobs” (Undiyaundeye & Otu,
Specifically, the reformation of 1970’s to 2015). Statistically, Nigeria as a country has
1980’s was to produce more Nigerian citizens been estimated to have a grand population of
with certificates; but not much concerned on about 170 million individuals; but pathetically,
acquiring vocational skills. Consequently, with unrecognized and unutilized both natural
majority of Nigerians during that period were and human resources (Oppong & Sachs, 2015).
accommodated in schools to obtain Affirmatively, Ayonmike (2010) stated
educational certificates (Teboho, 2000); and that societies like Nigeria that experiences
furtherly, the movement has only brought increase in the social vices and youth
Corresponding author: Sani, A. Department of Educational, Umaru Musa Yar’adua
University, Katsina State, Nigeria. © 2019 Faculty of Technology Education, ATBU Bauchi. All rights reserved
2
